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All Journal Al-Maraji': Jurnal Pendidikan Bahasa Arab Al-Muyassar: Journal of Arabic Education
Dessy Sintari Daoed
State University of Makassar
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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From Memorization to Morphological Awareness: Developing a Self-Regulated Learning Model for Arabic Vocabulary Acquisition Ruhul Kudus; Randy; Dyah Adila Perdana; Dessy Sintari Daoed
Al-Muyassar: Journal of Arabic Education Vol 5 No 2 (2026): Al-Muyassar: Journal of Arabic Education
Publisher : Prodi Pendidikan Bahasa Arab, Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/0yn6mc92

Abstract

The mastery of Arabic vocabulary is currently still dominated by rote memorization patterns which result in surface learning. Students often have difficulty applying vocabulary in new contexts or understanding complex morphological structures. This research aims to develop a Transformative Morphological Self-Regulated Learning (T-MSRL) learning model based on the wazan pattern by integrating morphological awareness, self-regulation, and transformative learning. Using the Research and Development (R&D) method with a 4D (Define, Design, Develop, Disseminate) model, the research was conducted on Arabic Language Education students at Universitas Negeri Makassar. The research instruments included vocabulary mastery tests, independent questionnaires, and observation sheets. The results of the study show that the T-MSRL model is very valid according to expert judgment and practical to apply. The effectiveness test proved that students who used this model experienced significant improvements in vocabulary mastery, morphological awareness, and self-regulation skills compared to the control class. The T-MSRL model has succeeded in changing the paradigm of student learning from mere memorization to in-depth and systematic morphological analysis.
MODEL EVALUASI TERINTEGRASI DALAM PEMBELAJARAN MICROTEACHING MAHASISWA PENDIDIKAN BAHASA ARAB Hikmatul Lailaa Hikmah; Dessy Sintari Daoed
Al-Maraji' : Jurnal Pendidikan Bahasa Arab Vol. 9 No. 2 (2025): Al-Maraji': Jurnal Pendidikan Bahasa Arab
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/x0ktx510

Abstract

This study aims to analyze the effectiveness of an integrated evaluation model in microteaching for Arabic Language Education students. The evaluation model combines peer assessment, video-based reflection, and lecturer feedback in a teach–review–reflect–reteach cycle. The study used a descriptive qualitative method with 32 sixth-semester students at Makassar State University as participants. Data were collected through observation, video recordings, written reflections, and interviews, then analyzed thematically. The results showed a significant improvement in nine basic teaching skills, with the average score rising from 73 to 86. The most notable improvements were seen in the skills of opening lessons, managing classrooms, and varying teaching strategies. It can be concluded that the integrated evaluation model is effective in improving the pedagogical competence of Arabic language students and is recommended to be widely adopted in the practical learning of prospective educators. The use of video technology and peer assessment is key to the success of a collaborative and sustainable learning process.
Co-Authors Dyah Adila Perdana Hikmatul Lailaa Hikmah Randy Ruhul Kudus